Reflective Writing sections in the ePortfolio Support area of the course. Also see the link to instructions on how to share your ePortfolio. Using the ePortfolio tool you selected, you must address th

Reflective Writing sections in the ePortfolio Support area of the course. Also see the link to instructions on how to share your ePortfolio. Using the ePortfolio tool you selected, you must address th
PSY 375 Module Four Lab Worksheet Template Complete this template by replacing the bracketed text with the relevant information. All responses to lab questions should be in your own words or paraphrased. Encoding Specificity Lab Data Insert your data in the table below. *Strong and Weak refer to the extent to which cue and target are related in meaning. Weak/Weak and Strong/Strong designate conditions where the cues, used at study and test, were the same. Weak/Strong and Strong/Weak designate conditions where the cues, used at study and test, were different. Insert a screenshot of the lab output below. Student Information Data Summary for MindTap4188-1 Date Completed 2023-05-27 23:23:35 Eastern Daylight Time Time Spent On Lab 17 minutes   Study/Test Cue Proportion Correct Weak/Weak 0.667 Weak/Strong 0.917 Strong/Weak 0.667 Strong/Strong 0.750 Lure 0.938   Lab Questions Do your results support the encoding specificity hypothesis? Why or why not? Note: Consider what led to the best results—having strong semantic associations between cue and target, or matching cues at encoding and test? According to my results, the hypothesis is true since after reading words, I was able to associate them with who I had covered in the previous test. The cue provided and the words were different which affected my readings since I felt that I had not encountered such words before. When provided a stronger cue, I was able to create a connection between the words therefore my results were better. A strong connection between words improved the results compared to a situation where the connection was minimal. Describe a real or hypothetical example of a situation that demonstrates encoding specificity. Ensure that your example is original and not from course materials I did algebra calculations long time ago which means that there was a possibility that I had forgotten most of the calculations. However, when I enrolled for a class previously, I was surprised to note that I could recall almost all details just after being introduced to the concepts. This happened because I was able to relate what I covered previously with what we were covering during the semester. Levels of Processing Lab Data Insert your data in the table below. Condition/Task Proportion Correct Letter/Encoding 1.000 Rhyme/Encoding 0.900 Semantic/Encoding 0.850 Letter/Test 0.400 Rhyme/Test 0.450 Semantic/Test 1.000 Lure/Test 0.750 Insert a screenshot of the lab output below. Student Information Data Summary for MindTap4188-1 Date Completed 2023-05-27 23:44:50 Eastern Daylight Time Time Spent On Lab 12 minutes   Condition/Task Proportion Correct Letter/Encoding 1.000 Rhyme/Encoding 0.900 Semantic/Encoding 0.850 Letter/Test 0.400 Rhyme/Test 0.450 Semantic/Test 1.000 Lure/Test 0.750   Lab Questions Do your results support the levels of processing theory? Why or why not? Focus on how well you did in the test condition (relative to how you encoded) to answer this question. According to the results, I was able to remember more words from the semantic task more than in the rhyme task while taking the test. This goes hand-in-hand with the theory since I used semantic information as a cue for retrieval. I took most of the time during letter processing and least time during semantic processing. What is meant by deep processing? How might you use this to improve memory in a real-world scenario? Describe a unique example. Be creative! Deep processing is a type of learning whereby one creates a connection between learned concepts making them to recall easily. This type of association can include associating learned concepts with past experience therefore making it easy to recall new concepts. By using this method of learning, one is able to enhance their retention level therefore transferring information into long-term memory. An example is trying to recall the number plate of a specific vehicle. One can recall unique numbers such as their date of birth. This will enable them to always recall the number plate each time that they will see the vehicle. False Memory Lab Data Insert your data in the table below. Insert a screenshot of the lab output below. Student Information Data Summary for MindTap4188-1 Date Completed 2023-05-28 02:24:23 Eastern Daylight Time Time Spent On Lab 154 minutes   Type Of Item Percent Recognized Original List Item 90.476 Unrelated Lure (not in list) 12.500 Related Lure (not in list) 66.667   Lab Questions Did your results conform to those predicted for this lab? Why or why not? I scored high on related distractors since there were similar words which is closely related to the prediction. It happened because I was able to remember several related lure. However the results of original list were higher according to the results. For unrelated lure, the results were too low compared to the other two. How did this study set participants up to experience false memory? Deese, Roediger, and McDermott also found people can be confident in their selection of the false memory item. Why do you think that is? Your answer will be graded based on the depth of your thinking. Force memory is visible to some of the words which seem to be related. An example is grouping a chair and a table together. This directs the reader to think that both have common characteristics therefore experiencing force memory. This happens since the quality of previous memory begins to decline. People can show confidence on false memory depending on their level of experience with what they are recalling since they feel that there is a deep connection between items. Module Question Compare and contrast levels of processing with encoding specificity. Describe a difference and a similarity. Both the levels of processing and encoding indicate how people store memory. Coding states that by creating a relationship between what we have learned and its context, it is easy to recall. This is closely related with levels of processing since the more one is able to create a coding the better they will be able to recall. However, the main difference between the two is that encoding is a simple method of recalling information compared to levels of processing since levels of processing require a deep processing style which also includes various encoding styles. 9
Reflective Writing sections in the ePortfolio Support area of the course. Also see the link to instructions on how to share your ePortfolio. Using the ePortfolio tool you selected, you must address th
COGNITION CLINIC FOR PROSPECTIVE CLIENTS COGNITION CLINIC FOR PROSPECTIVE CLIENTS Name: Institution: Course Title: Course Code: Instructor: Date: Clinic specialty The clinic specializes with helping people with attention difficulties to their concentration ability. Attention deficit disorder is an issue which affects people from a young age which affects them in various ways including paying attention to academic work. I have selected the option because I would like to understand and address problems which lead to a declined attention and possible interventions which should be taken to assist such patients. Target population The clinic targets young people aged between five years to 25 years. There are various reasons why a child can have trouble on paying attention and most of them occur at their childhood stage. Most of the young people between 5 and 25 years are also students which means that they require high concentration levels. The clinic aims towards assisting them to increase their concentration span especially on academic work. Annotated Bibliography Lim, C. G., Lee, T. S., Guan, C., Fung, D. S. S., Zhao, Y., Teng, S. S. W., … & Krishnan, K. R. R. (2012). A brain-computer interface based attention training program for treating attention deficit hyperactivity disorder. PloS one, 7(10), e46692. The article addresses a method which can be adopted to improve concentration levels. The discussed program consists of 24 brain-computer interface sessions. The patient is also supposed to take 3 once a monthly booster training sessions. A head band with a dry EEG sensors was used to measure the levels of attention. He program targeted 20 samples for the BCI-based attention training program. Clinic psychiatrists were also involved in monitoring the children during the process. Children version IV was completed at the screening phase while their parents completed a diagnostic interview. To monitor the participant’s intellectual functioning, a text, second (KTR-11) was used. Out of the 20 participants involved in the study, 16 were males while 4 were females of an average age of 7.80 years. Out of the 20 17 were Chinese, 2 were Eurasians, and one Malay. 14 of the children had been diagnosed with a combined subtype of ADHD on C-DISC. The remaining six were diagnosed with ADHD subtype. 17 of the students which is 85% completed the program. According to the findings, a comparison between the first and last week shows that there was an increase in the mean score from 60.9 to 64.7 concluding that the program is an efficient method of increasing the levels of attention among young people. Frazier, J. A., Biederman, J., Bellordre, C. A., Garfield, S. B., Geller, D. A., Coffey, B. J., & Faraone, S. V. (2001). Should the diagnosis of attention-deficit/hyperactivity disorder be considered in children with pervasive developmental disorder? Journal of Attention Disorders, 4(4), 203-211. The article aims at determining the overlap which occur between pervasive developmental disorder and attention deficit disorder on young people. Based on the hypothesis, the researchers aimed at assessing whether there is a similarity between the symptoms of ADHD and the symptoms of pervasive developmental disorder. The method of research used involved assessing a total of 50 children. Structured diagnostic interviews were applied for the research. The main limitation is that some children were not able to complete the sessions since they did not show signs of improvement. According to the results, the characteristics of PDD are similar to the symptoms displayed by children with PDD both for children who suffered from ADHD and who did not suffer from ADHD. Based on the results, it is right to conclude that children with PDD display symptoms of hyperactivity, impulsivity, and inattention meaning that they may have ADHD. The main limitation of the research is that it focuses only on the two disorders without paying attention to other challenges such as anxiety which might be facing some of the children therefore affecting the results. Comparison between cognitive interventions According to the first article, a brain-computer interface can be used to improve a child’s memory therefore enabling them to recall better. This is an effective method since it works through stimulating children therefore increasing the level of how effective their brain is able to recall. This is effective to the target population since young people love computer-related programs. It can be used to help them improve their memory capability. The second article discusses the importance of determining whether disorders with shared symptoms can be similar interventions. This is important for the clinic since it will help in understanding patients more before subjecting them to a treatment method. References: Frazier, J. A., Biederman, J., Bellordre, C. A., Garfield, S. B., Geller, D. A., Coffey, B. J., & Faraone, S. V. (2001). Should the diagnosis of attention-deficit/hyperactivity disorder be considered in children with pervasive developmental disorder? Journal of Attention Disorders, 4(4), 203-211. Lim, C. G., Lee, T. S., Guan, C., Fung, D. S. S., Zhao, Y., Teng, S. S. W., … & Krishnan, K. R. R. (2012). A brain-computer interface based attention training program for treating attention deficit hyperactivity disorder. PloS one, 7(10), e46692. ‘